Vocabulary Theatre: A Peer-teaching Approach for Academic Vocabulary Acquisition

This mixed methods counterbalanced study compared the gain score means of two different approaches to vocabulary acquisition – Vocabulary Theater (VT) and Teacher Directed Instruction (TDI) for 8th grade students from three schools in New York. The purpose of the study was to explore the effects of a peer teaching approach on students’ vocabulary development. Students in the VT condition were instructed to take ownership of their words by teaching them to their peers. They received both linguistic and non-linguistic representations of 30 Scholastic Aptitude Test (SAT) words over a three-week period, while the TDI condition students were instructed over the same three-week period to define the same 30 SAT words through the use of a dictionary and then use the words in sentences. The study’s counterbalanced design ensured that all students received each vocabulary condition. Students were given a pre- and posttest to examine their level of vocabulary acquisition in each condition. A survey given to the students in the VT condition revealed that on average 43% of the students were totally unfamiliar with the words presented, 14% had an associative connection with the words presented and 13 % were very familiar with the words. Qualitative data were collected from all three schools in the form of group discussions, VT presentations, individual interviews, teacher interviews, and classroom observations. The quantitative analysis revealed that the gain scores of students in the Vocabulary Theatre were significantly greater than the gain scores of students in the TDI condition regardless of the presentation order

The Effects of a Peer Teaching Approach on Urban Community College Students’ Vocabulary Development Using Vocabulary Theatre

The purpose of this study was to replicate the first author’s previous study with more diverse participants including ethnic minority students to investigate the effects of a peer teaching approach on students’ vocabulary development using a treatment entitled Vocabulary Theatre (VT). Literacy professors at an urban community college in the Northeast conducted vocabulary research with their students in their respective classes. A mixed methods quasi - experimental study was conducted to compare the mean gains scores of two different types of vocabulary acquisition. Students in the VT condition were instructed to take ownership of their expressive vocabulary by teaching their assigned target words to peers in a small group. The group was then responsible to create a short skit (vignette) that used all of their assigned words appropriately, and to perform it for the class. This gave students multiple repeated exposures to the target words. This differed from the Teacher Directed Instruction (TDI) in which the students were asked to simply look up definitions of the entire list of target words. Students were given a pre- and posttest to examine their level of vocabulary acquisition in each condition. A gain score was computed subtracting the pretest results from the posttest results. Also, qualitative data was collected in the form of individual interviews, classroom observations, and small group discussions in the classroom. Analysis of qualitative data showed higher levels of motivation and engagement as reported in student interviews. Though limited by a small sample size, quantitative results showed an improvement in scores of post tests regardless of the instruction method

Inferring Species Trees Directly from Biallelic Genetic Markers: Bypassing Gene Trees in a Full Coalescent Analysis

The multi-species coalescent provides an elegant theoretical framework for estimating species trees and species demographics from genetic markers. Practical applications of the multi-species coalescent model are, however, limited by the need to integrate or sample over all gene trees possible for each genetic marker. Here we describe a polynomial-time algorithm that computes the likelihood of a species tree directly from the markers under a finite-sites model of mutation, effectively integrating over all possible gene trees. The method applies to independent (unlinked) biallelic markers such as well-spaced single nucleotide polymorphisms (SNPs), and we have implemented it in SNAPP, a Markov chain Monte-Carlo sampler for inferring species trees, divergence dates, and population sizes. We report results from simulation experiments and from an analysis of 1997 amplified fragment length polymorphism (AFLP) loci in 69 individuals sampled from six species of {\em Ourisia} (New Zealand native foxglove)

Enacted stigma, mental health, and protective factors among transgender youth in Canada

Purpose: We aimed to assess the Minority Stress Model which proposes that the stress of experiencing stigma leads to adverse mental health outcomes, but social supports (e.g., school and family connectedness) will reduce this negative effect. Methods: We measured stigma-related experiences, social supports, and mental health (self-injury, suicide, depression, and anxiety) among a sample of 923 Canadian transgender 14- to 25-year-old adolescents and young adults using a bilingual online survey. Logistic regression models were conducted to analyze the relationship between these risk and protective factors and dichotomous mental health outcomes among two separate age groups, 14- to 18-year-old and 19- to 25-year-old participants. Results: Experiences of discrimination, harassment, and violence (enacted stigma) were positively related to mental health problems and social support was negatively associated with mental health problems in all models among both age groups. Among 14–18 year olds, we examined school connectedness, family connectedness, and perception of friends caring separately, and family connectedness was always the strongest protective predictor in multivariate models. In all the mental health outcomes we examined, transgender youth reporting low levels of enacted stigma experiences and high levels of protective factors tended to report favorable mental health outcomes. Conversely, the majority of participants reporting high levels of enacted stigma and low levels of protective factors reported adverse mental health outcomes. Conclusion: While these findings are limited by nonprobability sampling procedures and potential additional unmeasured risk and protective factors, the results provide positive evidence for the Minority Stress Model in this population and affirm the need for policies and programs to support schools and families to support transgender youth

High dispersal ability inhibits speciation in a continental radiation of passerine birds

Dispersal can stimulate speciation byfacilitating geographical expansion across barriers or inhibit speciation by maintaining gene flow among populations. Therefore, the relationship between dispersal ability and speciation rates can be positive or negative. Furthermore, an \u27intermediate dispersal\u27 model that combines positive and negative effects predicts a unimodal relationship between dispersal and diversification. Because both dispersal ability and speciation rates are difficult to quantify, empirical evidence for the relationship between dispersal and diversification remains scarce. Using a surrogate for flight performance and a species-level DNA-based phylogeny of a large South American bird radiation (the Furnariidae), we found that lineages with higher dispersal ability experienced lower speciation rates. We propose that the degree of fragmentation or permeability of the geographical setting together with the intermediate dispersal model are crucial in reconciling previous, often contradictory findings regarding the relationship between dispersal and diversification. © 2011 The Royal Society

Patient‐Defined Goals for the Treatment of Severe Aortic Stenosis: A Qualitative Analysis

Patients with severe aortic stenosis (AS) at high risk for aortic valve replacement are a unique population with multiple treatment options, including medical therapy, surgical aortic valve replacement and transcatheter aortic valve replacement (TAVR). Traditionally, in elderly populations, goals of treatment may favour quality of life over survival. Professional guidelines recommend that clinicians engage patients in shared decision making, a process that may lead to decisions more aligned with patient-defined goals of care. Goals of care for high-risk patients with AS are not well defined in the literature, and patient-reported barriers to shared decision making highlight the need for explicit encouragement from clinicians for patient involvement

The knowledge economy, the techno-preneur and the problematic future of the university

Knowledge economy policies are currently very powerful drivers of change in contemporary university approaches to research. They typically orientate universities to a national innovation system which both positions knowledge as the key factor of economic growth and sees the main purpose of knowledge as contributing to such growth. In this article, the authors explain the economic logic informing such policy interventions in university research and look at the conceptualisation of national innovation systems in various national and international policy sites around the world. Their interest is in what these particular sets of policies have in common, not in how they differ. They introduce three key themes of such systems and the academics they seek to produce. These themes are their techno-scientific orientation, network characteristics and commercial imperatives. The corresponding implied subjects are the techno-scientist, the knowledge networker and the entrepreneur. The authors make the case that evident in such constructions of the future of universities are some unacknowledged and under-acknowledged problems, one of which is a failure to recognise the power of the gift economies of academic culture.<br /